Universal Design of Learning (UDL) requires that three different brain networks must be understood by educators—recognition networks, strategic networks, and affective networks. Curriculum must be designed in a way that is flexible enough to satisfy a group of diverse learners. Rose and Meyer present several teaching methods based on these three brain networks to help teachers align curriculum to their student’s specific needs.
When designing instruction to support the recognition network of the brain, which is the “what” of learning, it is important for educators to design curriculum that is differentiated and combines the use of multiple digital tools. This allows students to find the tool that best suits their learning style and most effectively enables then to identify the “what” in the lesson content. Another method that helps maximize effectiveness of recognition networks is by highlighting critical features of the lessons. Teachers are able to cut down on tedious work and the amount of time it may take for students to grasp the concept with so many options.
When designing instruction to support the strategic network of the brain, which is the “how” of learning, it is also important to exhibit differentiated models of processes and performance for students to observe. Students are able to adapt the model of performance to their own unique style and process it to their liking. As in all learning centered environments, digital tools prove effective by allowing teachers to present diverse models of learning through a variety of media. The strategic network of the brain involves repetition in behavior whereby the student must be given much opportunity to practice the newly learned task. Scaffolding is a teaching method that fosters to this type of learning and creates an environment where different steps of a process are delivered in context but the focus is on specific areas, such as training wheels to support a child’s balance when learning to ride a bike.
When designing instruction to support the affective network of the brain, which is the “why” of learning, it is important to integrate digital media and differentiated tools to engage students. “When affective engagement links background knowledge with strategic or recognition tasks, students are more likely to build skills, sustained interest, and deep understanding,” (Rose & Meyer, 2002). It is also important to realistically challenge students to improve from their current level of performance to a higher level that is attainable yet not frustrating. This encourages students to set their own academic goals that are realistic yet challenging and to be able to adjust them as needed and at their own pace.
These teaching strategies are helpful and useful for today’s teachers who are challenged to effectively teach to a diverse group of learners within the same context.
Reference List:
Rose,D., & Meyer,A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology website. Chapter 6. Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/
When designing instruction to support the recognition network of the brain, which is the “what” of learning, it is important for educators to design curriculum that is differentiated and combines the use of multiple digital tools. This allows students to find the tool that best suits their learning style and most effectively enables then to identify the “what” in the lesson content. Another method that helps maximize effectiveness of recognition networks is by highlighting critical features of the lessons. Teachers are able to cut down on tedious work and the amount of time it may take for students to grasp the concept with so many options.
When designing instruction to support the strategic network of the brain, which is the “how” of learning, it is also important to exhibit differentiated models of processes and performance for students to observe. Students are able to adapt the model of performance to their own unique style and process it to their liking. As in all learning centered environments, digital tools prove effective by allowing teachers to present diverse models of learning through a variety of media. The strategic network of the brain involves repetition in behavior whereby the student must be given much opportunity to practice the newly learned task. Scaffolding is a teaching method that fosters to this type of learning and creates an environment where different steps of a process are delivered in context but the focus is on specific areas, such as training wheels to support a child’s balance when learning to ride a bike.
When designing instruction to support the affective network of the brain, which is the “why” of learning, it is important to integrate digital media and differentiated tools to engage students. “When affective engagement links background knowledge with strategic or recognition tasks, students are more likely to build skills, sustained interest, and deep understanding,” (Rose & Meyer, 2002). It is also important to realistically challenge students to improve from their current level of performance to a higher level that is attainable yet not frustrating. This encourages students to set their own academic goals that are realistic yet challenging and to be able to adjust them as needed and at their own pace.
These teaching strategies are helpful and useful for today’s teachers who are challenged to effectively teach to a diverse group of learners within the same context.
Reference List:
Rose,D., & Meyer,A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology website. Chapter 6. Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/